Title
Divided we teach? Teachers' perceptions of conflict and peace in Côte dIvoire
Author
Faculty/Department
Institute of Development Policy and Management
Publication type
article
Publication
Subject
Psychology
Politics
Educational sciences
Source (journal)
Peace and conflict
Volume/pages
22(2016) :4 , p. 329-333
ISSN
1078-1919
ISI
000387997600005
Carrier
E-only publicatie
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
Abstract
Many postconflict societies incorporate peace education in their school curricula to promote reconciliation by offering a peace-building narrative to counter prevailing conflict narratives. Generally, these reforms are unaccompanied by teacher training. Hence, they implicitly assume that teachers are neutral providers of peace-building narratives, thereby overlooking the potential mediating effects of teachers agency and social identity. Building upon the case of Côte dIvoire where a peace curriculum was introduced in 2012, this report challenges teachers assumed neutrality by investigating Ivorian teachers narratives of the 20102011 postelectoral crisis and the current peace process. Preliminary results of a large-scale survey (n = 984) indicate striking differences among teachers interpretations of the past conflict and the current peace process, which are significantly associated with teachers ethno-religious background. Their interpretations show interesting parallels with the discourses of the then opposing political leaders. These findings are alarming: How can peace education reconcile students if their teachers remain divided? (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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